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  • - Hi everyone, this is Jeremy Schieffelin with Khan Academy.

  • Happy Friday.

  • We've now officially made it through

  • not only the full week, but a full month of all of this.

  • So please give yourself a huge pat on the back,

  • for surviving and progressing

  • in the face of everything going on.

  • Vladimir, same to you as well.

  • And a special thank you actually to Vladimir here,

  • who was one of our All-star Khan Academy Ambassadors.

  • So he has an AP Bio, excuse me,

  • AP Chemistry and AP Physics teacher,

  • based in West Palm Beach, Florida.

  • Even though he roots for the Miami Dolphins

  • and I'm a Buffalo Bills fan,

  • I am still getting Vladimir a mad love today,

  • because he is taking time away from his own students

  • to make sure that you have everything

  • you need to serve yours.

  • And so as you know, if you've joined previous webinars,

  • you can ask Vladimir questions at any point,

  • by typing into the questions feature

  • of the GoToWebinar Control Panel

  • and after we sort of talked through

  • some of the basic stuff of Khan Academy,

  • Vladimir we'll take your questions live,

  • you'll actually be able to see on the site

  • how he works his magic, how he gets the students engaged

  • with chemistry and physics using Khan Academy.

  • So just let's start there Vladimir,

  • tell us a little about your background as an educator

  • and then how you got started with Khan Academy.

  • - This is my 21st year of teaching

  • and I teach mostly AP Chem and AP Physics,

  • but I also do Honors Chemistry and Honors Physics.

  • And from time to time I teach mathematics too,

  • which is kind of nice, I liked that too.

  • I have been working with Khan Academy

  • I guess from the beginning.

  • And the reason why I started doing this is

  • when I finished my doctorate degree,

  • my doctorate degree is in Educational Technology

  • and Instructional Design.

  • So I kind of saw that this was where the future

  • was going for us in education, I'll try to be concise.

  • And so matter of fact, back in 2000, 2001,

  • when I worked for Palm Beach County schools,

  • we created a clearing house

  • of materials free for all science teachers

  • and we actually began training teachers

  • in science and mathematics to use

  • the tools that we have just given at the moment,

  • which is very good.

  • Back then it was just kinda the beginning stuff

  • of using PowerPoint in the classroom

  • and using some tools in order to enhance,

  • the teaching of science and mathematics.

  • It was an easy transition for us in science,

  • because we had a lot of videos

  • and a lot of different things that we could do,

  • that will have a visual representation

  • of what we do in science.

  • Because sometimes it's incredibly complex

  • to show for temple, let's say

  • for example, a picture of an atom and people question,

  • "How in the world do you see an atom?

  • "How do we know that it exists that way?"

  • But then we can show mathematical models

  • and we can show 3D pictures,

  • and for the students to grab a better understanding

  • of very abstract components of science and mathematics

  • that we see from time to time.

  • So a biggest thing for a longer time.

  • - Very cool and you're getting a little love here

  • from April, who says Miami Dolphins rule.

  • Whereas Janet says, she's a New York Giants fans

  • so she has no judgment.

  • Even though they tore our hearts apart in Super Bowl 25,

  • but hey, that's ancient history now.

  • Okay so that being said, let's cut to the chase here.

  • I think folks right now are hurting in the sense

  • that every educator in this country,

  • every educator in this world frankly,

  • is being forced to do things

  • that they were not trained to do in most cases.

  • When it comes to remote learning, using tools like this.

  • If you were just getting started today,

  • if you didn't have the advantage

  • of a track record with Khan Academy,

  • what would you do, if you were trying to serve

  • your science students tomorrow or on Monday

  • using a tool like Khan Academy?

  • How would you start?

  • - The way that I will begin is,

  • obviously there's a wealth of information

  • that we can find online.

  • Especially when we need something

  • that shows results and that is clearly delineated

  • and that it is already broken down by subject,

  • not only by subject but also by topic.

  • And that it has resources,

  • that also has a wonderful program with the community

  • where you can ask questions,

  • and there are a number of people who are involved

  • and who can answer any of your questions.

  • What I would do is, I would begin just showing my students

  • just a basic understanding and creating a classroom

  • in Khan Academy where my students can log on.

  • Because it is a wonderful compliment to any classroom.

  • I've been using it for a long time

  • and I use it in my AP courses all the time.

  • And is just being really a...

  • It really is a game changer

  • and the fact that we can deliver

  • a location at any point and time,

  • where we can create courses

  • and we can create even assignment

  • where the students can go at their own pace.

  • You can integrate into any of your courses,

  • because it perfectly aligns with

  • whatever it is that you're looking for.

  • To me it's the best resource that I've used.

  • That's why I got really excited about it

  • and I wanted to know more

  • and I wanted to pass it on to other people.

  • I have trained all of the science department in my school

  • and the use of Khan Academy

  • and everyone is already using it to assign

  • to create courses, just to use that as a compliment

  • for class, especially for AP courses.

  • It's just unbelievable, it really is amazing.

  • - Cool so, I've shared that community resource

  • with everyone in the Chat.

  • So if they want to talk to other Khan Academy Ambassadors,

  • like Latimer, they can do that through that group.

  • As far as talking to your students,

  • it sounds like what you're saying is,

  • you might actually do a Zoom meeting

  • or Google Hangout meeting with your students now.

  • And actually just pull this up on your screen and say,

  • "Hey, here's Khan Academy,

  • "here's what an exercise looks like."

  • And that way they can see it,

  • before you ask them to do anything, is that right?

  • - Right, well yes I'm sorry, I kinda went a little further.

  • I'm coming to thinking of myself and the way that I done it.

  • But you're exactly correct

  • and that is what I have pulled my teachers through,

  • the teacher that I've trained to do it.

  • The first thing you have to do is

  • you have to go with your students very easy,

  • maybe two or three days, where they can have

  • a basic understanding of the navigation

  • and all the things that are available in Khan Academy.

  • But if you can set up a Google Hangout meet,

  • actually I think it's called Google...

  • They changed the name I believe.

  • - Yeah, Google meet or whatever, yeah.

  • - Or assume, for example, if you can use that

  • and go step by step and showing your students

  • how to sign up, how to find the resources,

  • where the assignments are going to be located.

  • But it's actually pretty intuitive to use.

  • Once my teachers have used it for two or three times,

  • they say, "Oh, I'm old."

  • Some of my students would probably get it in

  • one or two tries and then it becomes a wonderful resource.

  • Once they begin using it more and more,

  • the more proficient you become at it

  • and the easier it is going to be to integrate

  • into your own classes.

  • - Very cool and so, maybe you show them an exercise,

  • which you can always find just by searching at the very top.

  • So just like I did, I went up to courses and I said,

  • "Show me the AP Physics content

  • or the AP Chemistry content."

  • You can obviously search for anything in particular,

  • so if you want to do Thermodynamics,

  • knock yourself out, right?

  • - Right, absolutely.

  • - In terms of sort of getting students

  • up to speed about the exercises,

  • 'cause in some ways that's the heart of Khan Academy.

  • How do you recommend that they tackle this?

  • Do you say, "Hey, just go through it and do it once."

  • Do you tell them to use hands or watch videos,

  • how is your students think about this?

  • - Well that's kind of interesting question,

  • because I use it in a number of ways.

  • And one way that I found very effective a couple of,

  • maybe about a year ago or so is that again,

  • now it's a little more complicated to do it

  • because we're in a virtual environment.

  • But I had tried it already and it actually works

  • the same way that it will work in the classroom.

  • And soon you can create small groups.

  • Again, I haven't used a Google Meet too much,

  • but I have done it in Zoom

  • where for example, I assigned eight people

  • that has already preloaded

  • into my Google classroom assignments

  • and my students will work to access that.

  • And what I do is actually,

  • I watched the video on Khan Academy first

  • and I get the exact same question that they have used,

  • and I used that question on just a Word document.

  • What I do is I create the actual video link, as a QR code

  • and once they begin answering the questions,

  • then we all do a question first in different groups,

  • and then we all come together again

  • and we discuss the question

  • and when I ask them to do after they have actually

  • completed the question, then we click on the QR code,

  • either do it on their phones

  • or they do it straight on their computer.

  • And then we can see how the question's actually done

  • and then we talk about it and we compare the answers.

  • And my students really, really liked that exercise

  • because again it's a lot of confidence, once they say,

  • "Oh really, I can do this,

  • "or oh, this is what I went wrong.

  • "Maybe I need to go back and review what I did

  • "to make my corrections."

  • So it works really, really well in that sense.

  • - And just to give folks a sense of what's possible

  • in addition to the videos, if you wanna actually

  • look at some of those exercises together,

  • you can come into your classroom.

  • So let's say you've created a biology classroom

  • or a chemistry classroom,

  • you're coming to your assignment section

  • and your score section, and you could actually look at

  • those student answers as a class and say,

  • "Hey, I noticed that half the class

  • "got the wrong answer here, let's talk about that."

  • So I bought the mistaken assumptions behind that

  • and really tackle it as a class

  • as opposed to you're on your own, good luck.

  • (cross talking)

  • That's a fair way of explaining, yeah.

  • - Yes, absolutely 100% correct.

  • Not only that, but I also like

  • the fact that you can go into any of the assignments

  • that you have given to your courses.

  • And you can pick any individual student and you can see,

  • for example, if I sign up one of my students, they say,

  • "Oh Dr. V, I already know this question.

  • "So what I'm going to do is,

  • "I'm just going to watch the videos."

  • I say, "Look, whatever you feel comfortable with,

  • "I'm going to be okay with that, but what I want to see

  • "is I want to see that you have actually watched the videos,

  • "because that is how I am going to be sure

  • "that you have actually watched them."

  • And it gives me statistics on the time

  • that they have watched the video.

  • So if a student tells me, "Yeah, I've watch the video."

  • And I said, "No, you actually only watched about 15 seconds

  • "of the video, that doesn't equate."

  • "Okay, I'll watch it."

  • So it's a good way to also hold them accountable

  • for what they say they are doing.

  • So it's a wonderful resource, correct.

  • - Absolutely, I'll just call out that.

  • In addition to scoring the exercises,

  • you can ask you to tell on your end

  • whether students have read the articles and watch the videos

  • by looking at their green check

  • under those kinds of assignments.

  • - Absolutely, and that could even be an assignment

  • on its own right to, which I have done

  • with my classes as well.

  • I'd say once I see all the green check marks,

  • then I know that you have completed all of your assignments

  • you need to do, so you're going to get full credit

  • for that assignment, if not

  • then we have to go back and do it.

  • And the good thing about it is like for the quizzes they...

  • The other part that I like about is that

  • they self adjust.

  • They are going to go with what their student is answering

  • and they have multiple times too.

  • You can actually set it up that way

  • to answer multiple times, instead of just one time,

  • to give them a chance, so they can revise the question

  • or review the question and then go back and answer it again.

  • - Yeah, so do you think that like ultimately

  • the goal of Khan Academy,

  • is not just to be an assessment tool,

  • but to be a mastery driving tool,

  • where we encourage students to have those multiple temps

  • and actually keep pushing themselves

  • to really understand it at a deep level,

  • not just the motions.

  • - Absolutely, absolutely 100%.

  • I agree with that statement a hundred percent on that, yes.

  • - Cool, okay any other advice

  • you wanna give teachers at this point

  • or should we head into the questions from the audience?

  • - I think we can take questions from the audience.

  • I don't wanna take all the time explaining.

  • I think, it would be better if we just answer

  • what their needs are going to be at the moment,

  • because I know that we have a number of people you say

  • are going to be on there right now,

  • or on there right now.

  • - Yeah, we have about 230 science educators

  • across the country, so no pressure Vladimir.

  • But Sandy says, "Thank you for all that you do.

  • "You are amazing, so thanks for making this possible."

  • Similar love from April, even as a Dolphin'S fan.

  • And let's talk through some of the questions

  • that are coming in here.

  • Okay so, okay, this is interesting.

  • So you're gonna get a question that basically says,

  • we've talked a lot about AP

  • and like really making good progress and all that.

  • If you have a special education student in your classroom,

  • is there any way to differentiate using Khan Academy?

  • Is there any way to make sure that

  • every student is getting what they need

  • not just sort of lock step for the entire class?

  • - Absolutely, 100%.

  • Because, Khan Academy is not only for...

  • It's known to sign only for the higher level courses.

  • It has every single level that you can imagine.

  • It has from the basic levels all the way to

  • a very high level AP

  • and if you can access just any course that you want

  • also by grade.

  • Oh, it's on the screen right now.

  • You can access by grade, but you can access it at any level.

  • And the good thing about it too, again,

  • is remember you can make it, so it's a self-phase guide

  • that the students can follow

  • and in their own time or in their own timeframe,

  • whatever that needs to be at the moment right now,

  • I think we're all in survival mode

  • and we're all concentrating on more on the learning

  • than in the actual assessment piece.

  • But that's where we are right now.

  • So it serves any student at any level, absolutely 100%, yes.

  • - Cool and then just sort of build upon that,

  • if you said, "Hey."

  • I noticed that I have a student, no matter what their

  • sort of situation is, who needs to go back

  • and sort of fill in some gaps from over in the year,

  • this could actually be a nice opportunity to do that.

  • And you can actually make assignments

  • of specific pieces of content, not just to your whole class

  • but to individual students who really need that support.

  • - Correct, absolutely.

  • - Okay, so here's a related question from April.

  • April wants to know, how you do your Pasic, Vladimir.

  • Terms of all these videos, articles, quizzes.

  • Are you willing them out,

  • several at a time, one a day?

  • What's your cadence?

  • - It depends on the course again,

  • because I teach from regular levels all the way to AP.

  • In my regular level courses and honors courses,

  • what I do is I do maybe two or three at a time,

  • that they can watch.

  • And depends also on the length of the video time,

  • some of them are anywhere between seven

  • and 60 minutes of play.

  • So what are times only maybe one or two a day,

  • because you have to be mindful to that,

  • their home, it's a completely different situation right now

  • and we want to follow our class,

  • because we all believe that our classes

  • are the most important classes, right?

  • But we have to be mindful that they have other classes

  • that they also have to meet with other teachers

  • and not everyone is going to have the same level

  • of comfort using the technology as of right now.

  • And you probably are going through that right now

  • experiencing the same, am I doing this correctly?

  • And the answer is, yes you are

  • because nobody really has a definite guideline

  • on how this is going to be maybe a net in a month or so.

  • And we'll probably will be in this situation

  • for until the end of the year.

  • So they said any way that you wish,

  • but be mindful again, that they are going to be also

  • having other classes and that might be a factor

  • on how you space out are a little more.

  • Again, I'm coming context.

  • The first thing that I did, when I found out

  • that I was going to be teaching online.

  • I said, "Okay, let me see what is essential

  • to me right now."

  • So I went back into my curriculum and I said,

  • "I can leave this out, I can leave this out,

  • I can leave this out.

  • Because the thing is that also the AP census

  • a shortened version of what the content

  • was going to be for the fan.

  • And I had already finished covering everything

  • so that was a good thing.

  • For my other courses, I just went with

  • the most necessary things that I need to do,

  • so that they at least can continue to science.

  • So you're gonna have to make that decision yourself

  • depending on your experience

  • and also depending on what it is

  • that you want to cover throughout the year.

  • - Great and one piece of advice I've heard

  • from a lot of Ambassadors in these webinars,

  • is just go slow at first.

  • Don't try to like, come out of the barn

  • racing 60 miles an hour, give yourself that time

  • to build that foundation,

  • the same we'd recommend for your students.

  • - Correct.

  • Another question, Katrina,

  • there's actually a really appropriate for this screen,

  • is are the lessons on Khan Academy aligned

  • with the NGSS standards?

  • - Yes.

  • Yes they can be.

  • They can be, but for the most part

  • they do align.

  • - Absolutely.

  • - Absolutely 100%, and I know that

  • because I actually went through the alignment process

  • when I did my courses.

  • I wanted to make sure that everything I was covering

  • was actually quoted on that, but a hundred percent

  • - Yeah, I'll give you a little sort of pro tip here.

  • Not only does it have these sort of citations

  • throughout the lessons,

  • but you can actually search by standard.

  • So if you knew the exact standard you needed,

  • you'd come up here, you'd paste it in,

  • and then voila, you've got the exact piece of content

  • that's aligned with that too.

  • - Right.

  • - All right, great question.

  • (cross talk)

  • Ooh wow, okay, here is a really tough question for you.

  • So Peter is saying, "I work with what are typically called

  • "at-risk students, who are sometimes difficult

  • "to engage in the classroom, let alone from a distance."

  • With distance, every challenge is magnified

  • and he's being really honest with us.

  • He's like, I often use food as a hook, just the way to say,

  • "Hey, come to my class and gauge.

  • "What is the best way to draw my students,

  • "giving that I no longer have that in-person relationship

  • "to build upon.

  • "How do I keep them motivated at a moment like this?

  • - That is a really, really tough question to answer.

  • Again, just because we're lacking that personal touch

  • and that proximity and that connection that we did,

  • there is no way that we can make the human connection

  • through a computer.

  • I know we try our best

  • and I know that this is what we have been forced to do.

  • Okay, this is no one's choice.

  • But the way that I would say it is,

  • it's just keep asking your students,

  • keep the motivation, keep the faith.

  • At the end of the day,

  • at least in my 21 years of experience,

  • I know that if I put my heart and soul into these things,

  • my students are going to appreciate it

  • and they are going to follow it.

  • You have to show them that you love the subject, okay?

  • And that you care about them

  • and that you appreciate what they do.

  • And your students are going to care about your class,

  • once they know how much you care about them

  • and about their future and about their...

  • And I know and I'm probably sounding very idealistic

  • and dreamy right now, but you know what

  • that's just the way that I would approach it.

  • I will put my heart into it and just say,

  • "Look guys, we're gonna have to have do this.

  • "Okay, this is just the way that it is going to do

  • "and this is going to be important."

  • Just to emphasize that this is going

  • to be part of their future.

  • That this is just the way

  • that things are going to be right now.

  • This is not always going to be the case,

  • but just to keep going at it and to have faith

  • and that's a difficult piece.

  • Just to bring the motivation factor into it.

  • Again, because we're not in the classroom

  • and in my classroom, I'm very animated,

  • I'm very high energy

  • and that is the same projection

  • that I try to bring to the screen, okay?

  • I tried to make it that we have to do this for them

  • and it is about them, number one.

  • - Yeah I actually don't think that's idealistic at all.

  • I think that's incredibly practical

  • giving the world we're in.

  • To like lose hope and to sort of throw up our hands

  • as educators, is to ultimately drag us

  • and the whole classroom down, we have to say strong.

  • I will give a very practical piece of advice

  • that I've heard from other ambassadors,

  • is just keep the lines of communication open.

  • And I know that it's doubly hard with at-risk students,

  • because of maybe a lack of technological resources,

  • but if you've access to texts or remind

  • or ClassDojo or just whatever it is,

  • if you can let them know that you're thinking about them

  • and you care about them and you want to keep serving them.

  • I think that reminds them that

  • hey, they've got someone in their corner of the ring,

  • and that's all every student craze right now.

  • - Right.

  • - Cool, okay amazing advice.

  • Here's a really important question from Kathy,

  • 'cause it speaks to the reality that a lot of teachers

  • are going through right now.

  • I know educators want to go online,

  • they wanna do things like Zoom

  • or Google Meetings or whatever,

  • but a lot of districts are actually forbidding it

  • in the name of equity saying,

  • "Hey, until we can serve all of our students,

  • "we just can't be doing live instruction."

  • If Kathy is teaching in a district like that,

  • what kind of advice would you give as far as

  • how do you roll this out?

  • Is even realistic to roll it out,

  • if you can't do a live walkthrough,

  • if all you could do is like, send an email

  • or give a handout that said,

  • "Hey, go to khanacademy.org and do this lesson,

  • would that be enough?

  • - I find that very difficult

  • and it's kind of interest that you mentioned that

  • because I actually had a phone call with a friend

  • about a week ago, and his school district actually said,

  • because of the inequality that we have,

  • number one in technology and number two

  • in just providing the resources

  • that we need for the entire County.

  • The County decided actually to shut down the schools,

  • because if it's not going to be equitable for everyone

  • then we cannot do it.

  • And I guess they...

  • In my understanding is that,

  • that came from the legal team of the County.

  • And in that sense, I really do not have an answer.

  • Can you assign work that they can do

  • on Khan Academy to continue?

  • Absolutely 100%.

  • Because I do that every year.

  • I'll say, "Guys, if you want to go ahead,

  • "this is what I will suggest."

  • Because I have a lot of my students

  • who are very interested in continuing

  • and they say, "Hey, what do we do after AP?

  • Maybe you could continue and do research

  • or maybe you wanna look into it.

  • Okay and maybe you want to continue

  • and do your own self-paced course.

  • But other than that, that is pretty tough question

  • because most of the time, at least in my understanding

  • that came from a legal team saying,

  • "We cannot provide it because it's not going to be

  • "equitable for everyone."

  • And again, right now with the problem of the digital divide

  • is a hundred times amplified.

  • Even in my County, which is a pretty wealthy County

  • in Florida, we're seeing the differences right now

  • among the kids who have the technology

  • and those who don't have it.

  • Those who have maybe one computer at home

  • and also need to share one computer

  • among five, six brothers at home

  • and their brothers and sisters.

  • So it's a complicated topic.

  • - Yeah, and I'll just give one very quick work around.

  • If you're not able to walk them through registration

  • and giving assignments and all that,

  • one thing you can do to keep it really simple,

  • is you can literally just send out the URLs

  • for any piece of content on Khan Academy.

  • - Yeah.

  • - So for example, if you want people to watch this video

  • about human body systems,

  • we'll do this exercise about cells,

  • you'll notice in a very top address bar,

  • there's a unique URL that you could copy and paste

  • into an email, into a text message, into a remind app.

  • And that way, even if you can't walk them

  • through the full experience, you can get your students

  • working on something in the meantime.

  • You're not gonna have tracking,

  • you're not gonna have to look all the reports

  • that we talked about, but at least it fills that void

  • and get them learning in this sort of period of limbo.

  • - Right.

  • - Here is a really amazing

  • and inspiring question from Sandy.

  • So Sandy says, "Vladimir, I'm working with 160

  • "middle school students on a Pine Ridge Indian Reservation.

  • "Talent is distributed evenly, but opportunity is not.

  • "How can I help the students that are now remote,

  • "to engage in more hands-on activities

  • "with things they can easily find in their household."

  • And for example, she teaches math,

  • but she want it once to integrate

  • with the whole steam spectrum.

  • So makerspace, robotics, flight simulations, snap circuits,

  • how can she bring that same hands-on learning

  • sense of excitement and engagement, but do it virtually?

  • - Well, that's a pretty interesting question

  • because I am actually wondering myself,

  • how am I going to do some of the basic things

  • that I have done with my classes typically?

  • But now that they're home and I don't know if they have

  • the materials that they need to do it.

  • And again, I cannot require them to go

  • and buy anything right now, that would not be fair for them.

  • I say, "Hey, go and find what you need."

  • Because I don't wanna put anybody at risk

  • of compacting anything, or be in contact with anyone

  • who might be infected.

  • But, that is a pretty tough question.

  • Can I defer that one to you Jeremy?

  • - Yeah, absolutely.

  • I was gonna say that,

  • I have been really inspired teaching my own kids,

  • with the number of resources out there,

  • way beyond Khan Academy.

  • They have super simple like do yourself home experiment.

  • So for example, this is super simple,

  • it's for elementary school, but my daughter just dissolve

  • the outside layer of an egg using vinegar.

  • - Right.

  • - This was like the most mind-blowing moment for them,

  • even though it was just two things that

  • I'm hopeful we all have in our house.

  • I don't know about the eggs anymore

  • giving the egg shortage, but at least the vinegar.

  • And so hopefully that gives you a sense Sandy,

  • that if you just check out what's out there on the Web,

  • I guarantee you're gonna find lots of other nonprofits

  • just like Khan Academy, that are in the STEM space

  • that are offering resources like that.

  • And I would encourage you to discover them

  • and then also share them in the Khan Academy community,

  • 'cause I know there are other educators

  • who are in the same boat.

  • - Right, and I guess I found that one

  • a little hard to answer because again,

  • I don't work with the little ones.

  • And for example, for my students,

  • I use a lot of simulations that are online

  • that are wonderful, like the PhET Colorado.

  • That is a wonderful resource that has

  • tons of different demonstrations

  • from physics, chemistry, biology.

  • But again, it's a little more advanced

  • geared towards the high school,

  • college level type of students.

  • - Great, okay so Elaine is gonna ask

  • a really good advocate question.

  • So we were talking before about this idea

  • of doing multiple rounds on exercise.

  • So you take a first version of the exercise,

  • maybe you only score 50%, but you say,

  • "I'm gonna push for mastery."

  • So I do it again, this time I get 90%

  • I'm in that mastery range.

  • Elaine wants to know, how do you know

  • they aren't just memorizing the answers

  • to get a better score versus actually achieving mastery?

  • - Well you know what, and we have wrestled

  • with that question for a long, long time.

  • Even before this, because I had that question

  • many times before.

  • And the other third question is going to be that

  • as long as they've reached a mastery level

  • and they are memorizing the questions,

  • then I'm okay with that, because it is about exposure.

  • At the end of the day, this is not

  • the ultimate determination of their grade

  • or the ultimate determination of the knowledge

  • that they are going to have but I tell them too,

  • "Guys, you need to go through this exercise,

  • you need to do it in honest and you need to do it.

  • Because at the end of the day,

  • this might fall into intellectual suicide

  • if you don't do it.

  • You might be thinking, "Yes, I'm going to do it

  • "because I'm going to copy the answer,

  • "so I'm just going to ask my friend

  • "what is the correct answer."

  • But when it comes to answering the test,

  • that's where you're going to prove to me

  • that you either did it or you didn't do it.

  • And a lot of times the students are going

  • to be pretty receptive to that bonus

  • but this is for your own benefit

  • and this is the reason why we're doing this.

  • So whether they do it and they go over again and say,

  • "Oh, this is the answer to the question."

  • At least they know what the correct answer

  • to the question is going to be.

  • So they are being exposed to what the correct answer

  • and the correct procedure or whatever the question may be.

  • So that's why we have to have just a little bit of,

  • I would say trust in that they are doing it correctly.

  • Now, is this going to be done with a 100% of the times?

  • No, but most of them are actually going to do it

  • in an honest way, in my experience at least.

  • - Very cool and I will also mention that

  • Khan Academy is not just showing the same

  • four questions over and over again,

  • for every single exercise it's drawing from a question bank.

  • So yes, the student could memorize the answer

  • and all 12 questions going through the multiple rounds,

  • but you'll see that they did it seven or eight times,

  • which will probably be a tip off of what's happening.

  • So definitely take advantage of the breadth

  • and depth of the content,

  • as well as just that first iteration.

  • That being said, I know we're almost at time here,

  • so for the folks who didn't have their questions

  • answered today, what other resources would you recommend

  • for getting support?

  • It sounded like the Khan Academy community was important.

  • Anything else that you would turn

  • to get advice or expertise from Khan?

  • - The community is a great resource obviously

  • that the website it's a great resource.

  • And it's just a number of things

  • that you actually can do, an introduction to new material

  • that's the way that I've used it from time to time.

  • I tell my students, if you guys are going to start

  • for example, Thermodynamics and I want you to watch

  • these two videos before you come to class,

  • because I am going to begin with a discussion of

  • why heat flows the way it flows.

  • You can use it to compliment anything

  • that you're having in your classes, again as resources.

  • Remember the ability to integrate into any course too,

  • it's just a wealth of information.

  • As a matter of fact, you're gonna have to cut down

  • on some of the information, because it was so extensive

  • that it could be overwhelming if it's the first time

  • that you see it, and maybe some of the things

  • might not be appropriate for your classes.

  • It is wonderful to use this for assignment,

  • some assignment tool, a practice guide,

  • getting ahead, you name it.

  • Also the SAT Program that a lot of people know about.

  • I have people who I have trained in Khan Academy and I said,

  • "Wow, I didn't know that they had

  • "an SAT program they can fall in."

  • And actually I assign this to my students,

  • as an assignment, I said,

  • "You guys have to complete it once a week."

  • You have to show up and I do a weekly assignment on SAT,

  • and at the end of the year they're just thrilled about,

  • "Wow, thank you for giving us that resource

  • "because it was just a wonderful resource."

  • But these are just some of the ways in which I have utilized

  • and I'm sure that many other ambassadors

  • and many other people have used it, they have many different

  • ways of using it.

  • But again, every time that I have a question that I

  • do not know how to answer it, I immediately

  • go to the community resources and I type the question

  • and the number of answers I get, it's just wonderful.

  • It's very helpful and people will answer your questions.

  • It's just a great regrade resource.

  • - Very cool, I think that's actually a perfect note

  • to end on, which is not only is there this

  • amazing community out there,

  • but there are folks like Vladimir,

  • who are sharing their own expertise

  • and paying it forward to the next generation of Econ tutors.

  • So Vladimir, thank you so much for doing exactly that

  • for our entire audience of science educators say--

  • - Thank you for having me.

  • - Thank you to everyone out there

  • for investing time in today's session.

  • I know it's been a long week, it's been a long month,

  • I know there's a long road ahead,

  • but we're getting there, we're taking one step at a time

  • and the fact that you shared this time with us today,

  • says a ton about your commitment to your students

  • and serving them incredibly well.

  • So thank you for all that you do.

  • Thank you again Vladimir,

  • and here's wishing everyone a peaceful and relaxing weekend.

  • Thank you so much.

  • - Jeremy, can I add one more thing before we go?

  • Is there any way, because I know I have people who tell me,

  • "Can you give us your contact information?"

  • Is that even appropriate to say this is my email,

  • if you have any questions you can email me

  • and I will try my best to answer your questions

  • or would that be something that is not...

  • - Yeah, if you're comfortable, I'd be happy to share that

  • in the follow-up email if that's okay.

  • - Sure, that would be great.

  • - Wonderful, well Vladimir again has just gone above

  • and beyond, so if you have questions directly about

  • AP Physics, AP Chemistry, or anything else,

  • STEM related on Khan Academy.

  • Vladimir, you have totally done an incredible service here.

  • So thank you again. - Thank you.

  • - Thank you to everyone else out there.

  • Hope you have a wonderful weekend.

  • - Thank you, thank you too.

  • - Bye all.

- Hi everyone, this is Jeremy Schieffelin with Khan Academy.

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可汗學院科學最佳實踐 (Khan Academy Best Practices for Science)

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    林宜悉 發佈於 2021 年 01 月 14 日
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